artnycomp, _7...111,

REPOR T RE S U ME S

ED 020 846 RC 002 540

ASSESSMENT OF RURAL MEXICAN-AMERICAN PUPILS, PRESCHOOL ANDGRADES ONE THROUGH TWELVE, WASCO, CALIFORNIA;BY- PALOMARES, UVALOO H. CUMMINS, EMERY J.CALIFORNIA STATE DEPT. OF EDUCATION, SACRAMENTOREPORT NUMBER DE7-151-4-66-1M PUB DATE APR 68

EDRS PRICE MF-$0.25 HC-$1.64 39P.

DESCRIPTORS- *ACADEMIC ACHIEVEMENT, BILINGUAL STUDENTS,CURRICULUM EVALUATION, EDUCATIONAL METHODS, ELEMENTARYGRADES, INSERVICE TEACHER EDUCATION, INTELLIGENCE TESTS,KINDERGARTEN CHILDREN, MATURITY TESTS, *TESTING, MEASUREMENT,*MEXICAN AMERICANS, PERCEPTION TESTS, *PERCEPTUAL MOTORLEARNING, PERSONALITY TESTS, PRESCHOOL CHILDREN, PRESERVICEEDUCATION, *RURAL AREAS, SECONDARY GRADES, SOCIAL MATURITY,MEXICAN AMERICAN RES. PROJ.,

MEXICAN-AMERICAN STUDENTS FROM 13 GRADE LEVELS WITHINTHE WASCO, CALIFORNIA, PUBLIC SCHOOLS WERE TESTED IN MARCH,1967, AS PART OF AN EVALUATION OF STRENGTHS AND WEAKNESSES OFRURAL MEXICAN-AMERICAN STUDENTS IN CALIFORNIA. ANALYSIS OFTEST RESULTS REVEALED THAT MEXICAN-AMERICAN STUDENTS FELLPROGRESSIVELY BEHIND IN PERCEPTUAL MOTOR DEVELOPMENT - -ADEFICIT ATTRIBUTED TO BOTH HOME AND SCHOOL ENVIRONMEMTS. LOWSELF-CONCEPT SCORES AND ABOVE-NORMAL SOCIAL MATURITY SCORESMAY HAVE REFLECTED THE DEMANDS OF 2 CULTURES ON THEMEXICAN-AMERICAN STUDENT. ACADEMIC ACHIEVEMENT PROGRESSIVELYDECLINED, POSSIBLY AS A RESULT OF THE DE-EMPHASIZING OFINDIVIDUALIZED INSTRUCTION AND THE ABSTRACTION DEMANDS MADEON MEXICAN-AMERICAN STUDENTS BY MATERIALS GEARED TOMIDDLE-CLASS NORMS. TABLES SHOW WHICH TESTS WERE GIVEN TOWHICH GRADE LEVELS, AGE-GRADE RELATIONSHIPS, AND RESULTS BYINDIVIDUAL TEST. RELATED DOCUMENTS ARE RC 002 539 AND RC 001775. (JEW

Assessment of RuralMexican -American Pupils

isilm Preschool and Grades One Through Twelveco

(NJ

0

Wasco, California

r

CALIFORNIA STATE DEPARTMENT OF EDUCATION

Max RaffertySuperintendent of Public Instruction

Sacramento 1968

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY,

Assessment of Rural

Mexican -American PupilsPreschool and Grades One Through Twelve

Wasco, California

A Report Prepared for

the California State Department of EducationMexican-American Research ProjectJohn Plakos, Director

ByUVALDO H. PALOMARES and EMERY J. CUMMINS

WT.! fRFINW.61.700044,411W,- 1MiXo1WWW11;11/ SIP'

This publication was produced with Elementary

and Secondary Education Act,Title V, funds.

.WWOMMFAWWWWPM

,,, 301,74 .TAT

PREFACE

The California State Department of Education has been interested and

concerned with the problem of effectively educating the large portion of

,Mexican-American children in California's public schools. One of the

greatest areas of concern lies in accurately assessing the strengths and

needs of these children since a great number of them have serious

English language deficits or are essentially non-English speaking.

The Wasco study represents 6 attempt to assess accurately and totally

the strengths and needs of rural Mexican-American students in the San Joaquin

Valley region. The information gathered from this study was used to develop

a comprehensive educational program for Mexican-American students in Wasco

and is in the process of being used for the development of several other

educational programs in the San Joaquin Valley area.

We are far from ...1ur stated goal of accurately and completely assessing

the needs of the Mexican-American student, but; the Wasco study promises to

be a big step forward.

The Department would like to extend its thanks to the Wasco Union High

School District and the Wasco Union Elementary School District for their

cooperation and assistance in this study.

EUGENE GONZALESAssociate Superintendent of

Public Instruction

iii

JOHN PLAKOS

Coordinator, Mexican-AmericanEducation Research Project

CONTENTS

Preface,iii

List of Tables

I. INTRODUCTION . ***** * *********** r OOOO

vii

1

Purpose1

Population2

II. INSTRUMENTATION3

Areas of Measurement3

Short Description of Each Test3

Procedure4

Limitations of the Study OOOOOOOOOOOOOO 5

Age-Grade Relationship7

III. FINDINGS AND INTERPRETATIONS9

Frostig Findings9

Bender Gestalt Findings9

California Test of Personality (C.T.P.) Findings 9

Vineland Findings12

California Test of Mental Maturity (C.T.Mal.) Findings 12

California Achievement Test(C.A.T.) Findings15

Multiple Aptitude Test (M.AIT.) Findings15

Harris-Goodenough Findings15

Wechsler Intelligence Scale for Children (WISC) Findings . 15

Wechsler Adult Intelligence Scale (WAIS) Findings. OOOOOO 15

IV. CONCLUSIONS AND RECOMMENDATIONS23

Conclusions in the Perceptual-Motor Category23

Recommendations in the Perceptual-Motor Category24

Curriculum Recommendations . .24

Educational Recommendations24

Conclusions in the Social and Emotional Categories OOOOO 25

Recommendations in the Social and Emotional Categories 27

Curriculum Recommendations OOOOO 27

Educational Technique Recommendations . OOOOO 28

IV. CONCLUSIONS AND RECOMMENDATIONS, cont 'd.

Conclusions in the Academic-Intellectual Categories OOOOO 29

Conclusions in the Academic Category OOOOO 29

Recommendations in the Academic Category . 30

Curricular Recommendations . OOOOO 30

Educational Technique Recommendations 31

Conclusions in the Intellectual Category . 31

Recommendations in the Intellectual Category OOOOO 32

Curricular Recommendations 0 0 32

Educational Technique Recommendations 32

vi

LIST OF TABLES

NO L TITLE PACE

I. Tests Administered by Grade . 6

II. Age-Grade Relationships oo OOO 8

III. Frostig Scores by Grade . . . . 10

IV. California Test of Personality by Grade . 40 11

V. Vineland Scores by Grade . OOOOOOOOO 13

VI. California Test of Mental Maturity by Grade 14

VII. California Achievement Test by Grade . OO e 16

VIII. Multiple Aptitude Test by Grade . OOOOOOOOO 17

IX. Goodenough-Harris Test by Grade . OO . 18

X. WISC and WAIS Scores by Grade . OOO 19

XI. WISC Profile 4-6 21

XII. WAIS Profile 8-12 22

vii

I. INTRODUCTION

The California Mexican-American Education Research Project, with thecooperation of the Title III Kern County Research Project and the WaseoElementary School and the Wasco Union High School Districts, initiateda research project directed at more effectively educating Mexican-American students in the Wasco public schools and throughout the stateof California. As a part of this research proposal,a specific assessment,project was undertaken for purposes of aiding these educational agenciesin their efforts to select and develop curricular approaches andtechniques which would be suited to the needs of the Mexican-kmericanstudent population.

This assessment project was directed in part toward the followingquestions:

(1) What types of additional curricular approaches and materialswould be appropriate for this population?

(2) What kinds of educational techniques in addition to thosecurrently in use are most relevant to this population?

The purpose of this assessment project was to evaluate the

edmationally relevant strengths and weaknesses of this Mexican-Americanstudent population both in relation to themselves and to the culture-at-

large. The underlying assumption has been that the cultural patterns which

constitute the life style of the rural Mexican-American of the area aresufficiently divergent from those of the culture-at-large that special

educational consideration for these students is warranted.

The outgrowth of this evaluation is intended to suggest both

curricular approaches and specific educational techniques appropriate

to this student population.

In light of the foregoing statement of purpose, answers were sought

to the following 4aestions:

(1) In which areas does this population fall significantlyabove or below general population norms?

(2) At which grade levels do divergent developmental changes

occur?

(3) Are emergent developmental patterns apparent which mightlead to the development of hypotheses concerning theetiology of these divergencies?

2

Population

The sample chosen for this study was randomly selected from those

students with Spanish surnames attending Wasco public schools. Twelve

were originally selected from each grade, pre-school through twelve;, and

the use of occasional substitutes raised this to thirteen. As far as

possible, an equal number of males and females was chosen for each grade

level.

The subsample, to whom were given a battery of individual tests,

were randomly chosen from the sample in grades pre-school through first,

fourth through sixth, and eighth through twelfth.

Wasco, California, is an agricultural community of about 7,900

people, located 27 miles northwest of Bakexsfleld in Kern County. Major

crops in Wasco are potatoes, cotton, and sugar beets; other crops include

grapes, alfalfa, onions, and corn.

Wasco schools consist of two public elementary schools (pre-

school through fifth), one junior high school (sixth through eighth),

and one high school (ninth through twelfth). There is also one

Catholic elementary school (first through eighth) 0

The population includes approximately 30 per cent Mexican-Americans

and 15 per cent Negroes. A labor camp on the edge of town houses migrant

workers throughout the spring and summer and into the fall.

II. INSTRUMENTATION

It is recognized by the writers that any standardize

to be done among subgroups of the general population, su

Americans, is at best hazardous and at worst untenable

caution'in mind, several instruments were chosen only

Selection process taking into *account both the areas

and limitations inherent in the testing situation,

expense, and competencies of testing personnel. I

selections the writers kept one principle foremos

the purpose for the testing is diagnostic and i

helpful in developing remedial and development

enable the Mexican-American student to partic

the social-educational-cultural milieux of

Given this principle for instrument select

the standardized tests chosen were not on

order to provide the kinds of informatio

objective.

Areas of Measurement

Three, critical areas of child

were selected for measurement:

(1) Perceptual-Motor

(2) Social-Emotional

(3) Intellectual-Ac

Instruments design

were carefully selecte

to the assessment ob

I. Perceptual-Mo

A. Frost

Thiche

ademic

d testingch as Mexican-

. With thisafter a carefulto be assessed

such as time,

n making these

t in their consideration:

s intended to yield data

al programs designed to

ipate more effectively in

A merican public education.

ion, the writers feel that

ly justified but warranted in

n needed to fulfill this

hood and adolescent development

ed to measure characteristics in these areas

d because of their usefulness and appropriateness

jectives. A short description of each test follows:

tor

Develo ment$4 Test of Visual Perception

s instrument evaluates the perceptual skills of young

ildren by yielding scaled scores in five perceptual areas,

nabling the examiner to identify both strengths and

handicaps. These areas are: .(1) Eye Motor Coordination;

(2) Figure Ground; (3) Constancy of Shape; (4) Position in

Space; and (5) Spatial Relationships.

B. Bender Visual Motor Gestalt Test

This test is one of perception and visual-motor functioning

and involves sensory reception, interpretation at the central

levels of the nervous system, and motor performance.

4

IL. Social-Emotional

A. California Test of Personality

Consisting of two sections, the first part indicates how the

student thinks and feels about himself, his estimate of his

own worth, his sense of personal freedom, and his feeling of

belonging. Part two consists of social adjustment components;

how he functions as a social being, and how he feels about social

standards, social skills, family, school, and community

relationships.

B. Vineland Social Maturity Scale

This scale measures progressive maturation and adjustment to

the environment in the following categories: self-help,

self-direction, locomotion, occupation, communication, and

socialization.

III. Intellectual-Academic

A. California Test of Mental Maturity - Short Form

This test yields language, non-language, and total scores in

I.Q., MLA., and percentile ranks.

B. Goodenough-Harris Drawing Test

A non-verbal mental ability test.

C. Wechsler Intelli ence Scale for Children; Wechsler Adult

Intelligence Scale

These are individually administered tests of intelligence that

yield scores on both verbal and performance sections.

D. California Achievement Test and Multiple Aptitude Tests

Although not chosen by the writers, current scores on these

instruments were made available by the schools and incorporated

into the study. Both instruments yield information in three

areas: reading, language, and arithmetic. The C.A.T. data are

reported in grade placement form, while the M.A.T. data are

reported in percentile rank.

Procedure

Students were selected from thirteen grade levels within the Wasco

public schools, pre-school through high school inclusive. Approximately

13 students were randomly selected from each grade level for a total of

a. Absenteeism and availability of sufficient numbers of Mexican-

American students in each grade level caused this number to vary by one

or two in different grades.

The entire sample of grades checked was administered each grorp

test listed on Table I. This includes some test data that was made

available from the cumulative records of the students and was obtained

no more than six months prior to the date of this project.

From the sample of 171, a smaller sample of 44 was selected for

in-depth testing. Four students were randoray chosen from the sample in

each of the following grades: pre-school, kindergarten, first, fourth,

fifth, sixth, eighth, ninth, tenth, eleventh, and twelfth. This

,selection was made by the writers and local school administrators on the

basis of usefulness of findings as well as practical considerations.

Test batteries given to this subgroup included the Bender Visual Motor

Gestalt Test, Vineland Social Maturity Scale, and the WISC or WAIS.

It will be observed that not all 171 students received tests in

each of the three areas which were measured. Information in the

perceptual-motor area was not deemed pertinent beyond the sixth grade;

likewise, tests measuring academic achievement and aptitude were not

considered useful in the very early grades (pre-school, kindergarten,

and first). These exceptions were made in part because of the limited

usefulness of the data and in part because of the inability of present

tests to measure accurately in these areas.

Testing was conducted both by local school personnel and a team

of psychologists who went to Wasco specifically for this project. Five

days were set aside for the testing, and virtually all of the individual

batteries were administered during this period (February 27 - March 3).

Some of the group testing was conducted prior to this time while the

remainder took place during these days.

The cooperation of local school personnel could not have been

more sincere or enthusiastic. Both of the writers, who were present

during the testing period, and the other testing specialists were

impressed with the degree of cooperation provided by school Administrators,

guidance personnel, and teachers. It should also be noted that the

Mexican-American subjects who underwent testing seemed appreciative of

the special attention that was given them during this week.

Among the problems encountered during the testing program, the

usual rate of absenteeism prevailed and an occasional mix-up in schedules

occurred. Whenever possible, make-up tests were administered. Children

unable to speak English were referred to Spanish-speaking psychologists

for testing. (Most testing of non-English-speaking children was conducted

by Dr. Palomares.)

Limitations of the Study

(1) No comparable sample of Anglos was tested for comparative

purposes; rather, use was made of general normative data

'reflective of the total population-at-large. This

limitation may lead to the question: "to what extent are

the Mexican-American characteristics indicative of the

whole population?"

PRE

1 2 3 4

TESTS ADMINISTERED BY GRADE

Motor

Social Emotional

Intellectual

Academic

perceptual

total

Sub

le

S._..L._.__._Sj2ppm.leS.leamSpamle

rostig

Bender

Total

Sub

C.T.P.

Vineland

Total

Total

Total

_Sub

Sub

Sample

Sample

Sample

Sample

C.T.M.M.

C.A.T.

M.A.T.

Goodenough

Harris

WISC

WAIS

X X X

X

XX

XX

XX

X,

XX

,

X

.

XX

.

xX

XX

,

XX

(2) The comparable numbers of male and female subjects used An

the study was effected intentionally by the researchers.

This limitation may lead to the question: "What is the

actual male-female ratio of M-A subjects?"

(3) All subjects included in the study were selected on the

basis of Spanish surnames. This limitation may lead to

the question: "How many others may have mothers of Mexican

descent, and what differences exist between them and those

whose fathers are of Mexican descent?"

(4) No data were gathered which related to the socio-economic

status of the subjects. This limitation may lead to the

question: "Is family income a factor in school achievement?"

(5) No effort was made as a part of this study to determine

dropout data -- age of dropouts, grade levels in which

dropping out most frequently occurs and the ability and

achievement levels of dropouts. Investigation into these

areas could yield information concerning ways in which

Mexican-American students might be encouraged to remain in

school and also provide information to educators regarding

corrective measures that could be instituted within the

schools to reduce the dropout rate.

Age-Grade Relationship

Mean ages for each grade are reported in Table 2. It is evident

that an orderly progression is followed from grade to grade throughout

the school years with two exceptions: children in grade two are two

years older (on the average) than children in grade one, and students

in grade seven are two years older than in grade six.

Although the grade samples are relatively small (twelve or thirteen

per grade), these findings indicate some delaying factor causing students

to lose a year prior to entering grades two and seven. Further research

into this phenomenon would be helpful in determining reasons for this

occurrence. It should also be noted that the year lost in grade seven

is gained in grade eight (median age is fourteen for each grade), and

no grade has a median age of thirteen.

11117 I'M

4

32

3*6

3

2*6

4

3*6

3

*5 *5

5

1

43

*8

4

III. FINDINGS AND INTERPRETATIONS

1. FrovugEinlina

Group data from the Erossig.., a test designed to measure five

distinct perceptual-motor skills, reveal normal perceptual ability

among pre-schoolers (mean perceptual quotient of 100). From kinder-

garten through fifth grade, however, the mean perceptual quotient drops,regularly from year to year with only one exception, and grade five

registers a mean perceptual quotient of only 74.

The skill lacking most consistently is that of figure-ground, orthe ability to perceive various shapes (squares and circles) from a

background of many different shapes and sizes. In each grade exceptpre-school and kindergarten this subscore ranks lowest among the five

subtests.

Scores reported on the Frostig are scaled and have been adjusted

according to the age of each child taking the test. This suggests that

whereas pre-school children (aged three-five) are perceiving normally

for those of their age group, children in grades K-5, and especially

grades 1-5, where the highest mean perceptual quotient is 89.3, develop-

ment of perceptual-motor skills falls off sharply to a low of 74.

Normative data is not available for children ten years and older,

so scores beyond grade five are of limited comparative value.

It is evident that factors present in the home life and/or school

experiences of the Mexican-American students tend to retard their

perceptual development in the areas measured by this instrument.

2. Bender Gestalt Findings

Bender Gestalt drawings were obtained for individuals in grades

pre-school through eighth. These drawings were examined for perceptual

development and pathological implications in the areas of neurological

or psychological development, and the results indicated no individuals

exhibiting pathology in neurological or psychological development.

There was a tendency exhibited by a surprisingly large number of

individuals in the fourth, fifth, and sixth grades to use the borders

of the paper in order to align their drawings, which is interpreted as

basic hesitancy of the individual to draw without some guides or supports.

3. California Test f Personality

C.T.P. scaled means were obtained for each grade from one through

six and nine through twelve and translated into percentiles. Results

on Table 4 show total adjustment to remain the same or increase in grades

two, three, four, six, ten, eleven, and twelve. Decreases occur in

grades five and nine.

9

I

II

III IV V

P.Q

.S.

D.

TA

BL

E I

II

FRO

STIC

SC

OR

ES

BY

GR

AD

EPr

esch

ool -

6

45

car.

a._

-

8.9

9.6

10.1

9.2

8.9

8.3

7.8

9.6

9.9

9.2

9.4

8.4

8.7

8.1

12.3

9.2

7.1

8.0

7.5

803

6.8

9.3

8.3

8.9

8.3

8.3

8.8

7.2

9.8

10.0

9.5

9.0

8.3

8.5

7.2

100.

095

.689

.387

.282

.785

.074

.0

16.6

512

.63.

14.2

712

.34

7.04

8.33

8.35

1112

1210

1212

12

P E R S 0S.D.

N A L

i

S 0 C I A L

% ILE i

S.D.

ILE i

T 0S.D.

T A L% ILE N

CALIFORNIA TEST OF PERSONALITY BY GRADE

94

69

1011

12

26.0

1.41

25.5

5.3

27.9

4.1

43.3

7.5

41.0

9.6

48.0

9.6

57.4

13.9

64.3

7.5

65.0

6.1

72.9

8.7

20

20

20

30

20

40

20

30

30

60

31.3

33.1

36.6

51.2

47.9

55.8

61.7

64.2

66.1

69.8

8.0

4.5

4.5

6.3

10.6

8.2

10.7

10.5

9.7

10.4

20

30

40

30

20

40

20

20

40

50

57.3

58.6

64.1

94.4

88.9

103.8

119.1

128.4

131.1

142.

8.6

8.3

6.9

12.0

17.3

17.2

22.3

17.3

13.5

17.6

20

20

30

30

20

40

20

30

30

50

410

12

12

13

11

12

12

12

12

12

Social adjustment means remain the same or increase in gradestwo, three, six, ten, eleven, and twelve. They show a decrease ingrades four, five, and nine.

Personal adjustment scores reveal the same pattern shown by totaladjustment means.

Except for scores derived from grade twelve, mean percentilesare all between 20 and 40. Grade twelve shown a personal adjustment,mean of 60, social adjustment of 50, and total adjustment of 50.

Findings on this test indicate sub-normal personal and socialadjustment for all grades tested except grade twelve. The increasingpattern of adjustment shown through the high school years is probablydue to a more selective population, i.e., those who did not drop out.The senior class represents the cream of the crop, so to speak.

Decreases in the intermediate grades (four and five) and betweensix and nine may well reflect the differences encountered by thestudents with regard to a more difficult, subject-matter orientedcurriculum.

4. Vineland Findings

Mean social quotients were obtained for three groupings: pre-school,kindergarten, and first; fourth, fifth, and sixth; and eighth throughtwelfth. In each case the mean social fell above the population norm,although not to a significant degree.

The finding itself, however, is significant because this is theonly instrument used in the study in which the Mexican-American studentwas shown to be at or above average. It is the feeling of the writersthat the evidence points to an often-overlooked fact: the Mexican-American youngster is as responsible and socially mature as any otheryoungster, and in many ways more so. If this is so, why haven't theschools capitalized on this strength of the Mexican-American? Somepossible solutions to this problem are offered in the section onrecommendations.

5. California Test of Mental Maturity 1C.T.M.M.) Findings

Data on the C.T.M.M. for grades one through twelve reveal slightlybelow-average ability levels ranging from a high mean total of 98.3 forgrade two to a low mean total of 84.3 for grade eleven. There does notappear to be an ascending or descending pattern of grade means*

With regard to differences between language and non-languagefactors, all grades show higher mean scores on the non-language sectionwith the exception of grades three, four, and five, where the languagesection is slightly higher. This is not too significant in light of thestrong verbal orientation of the C.T.M.M.

Social

Quotient

S.D.

N

TA

BL

E V

VINELAND SCORES

BY GRADE

46

8-12

104.3

107.9

103.7

15.08

19.93

9.92

12

818

ILE

Lan

guag

e

ILE

Non

-Lan

guag

e

ILE

Tot

al

TA

BL

E V

I

CA

LIF

OR

NIA

IE

ST O

F M

EN

TA

L M

ilian

BY

GR

AD

E

12

34

56

78

910

1112

91.3

93.5

99.7

91.5

90.2

88.3

88.8

89.1

.09.

090

.382

.886

.3

94.1

103.

396

.789

.483

.391

.291

.589

.793

.397

.688

.193

.0

92.6

98.3

96.6

90.1

86.5

89.8

90.4

88.6

91.3

93.3

84.3

89.7

1112

1212

1212

1112

1211

1212

ww.eimieousis:farftwar4wzanollurNaw

15

6. California Achievement Test (C.A.T.) Findings

C.A.T. data, reported in grade-level achievement, reveal grades two,

three, and four to b?. somewhat above grade level and grades five through

eight to be markedly below grade level. The transition period seems to

be in grade four, where achievement is almost at grade level in reading

and language and somewhat above in arithmetic. It is apparent from

these means that measured achievement undergoes a definite change for

the worse between grades three and five.

These findings relate closely to the observed scores on the California

Test of Personality, where adjustment scores decreased in grades four and

five also. This gives added weight to the possible conclusion that in the

intermediate grades, where a shift from student-centered to subject-matter-

centered emphasis occurs, the Mexican-American student suffers in both

personal-social adjustment and academic achievement.

7. Multiple Aptitude Test (M.A.11) Findings

M.A.T. mean scores obtained only from grades nine through twelve

show generally ascending patterns of aptitude. Percentile ranks in

reading and arithmetic improve from ninth to tenth and eleventh to

twelfth and drop slightly from tenth to eleventh. Language percentiles

decrease from ninth to tenth and tenth to eleventh and increase from

eleventh to twelfth.

These percentile means show the high school students to fall in

thy: first standard deviation below the population mean.

The generally ascending pattern is probably due to the more selective

nature of the population as a result of the increasing dropout rate.

8. Harris - Goodenough Findings

Mean scores on the Harris-Goodenough test were obtained for each

grade from pre-school through eighth. Separate scares were recorded

for the man drawing and woman drawing with a total composite score.

Mean total scores ranged from a low of 85.7 (grade one) to a high of

98.9 (grade two).

The woman score was higher than the man score in each grade except

pre-school and sixth, where the man score was slightly higher.

9. Wechsler Intelligence Scale for Children (WISC) and

10. Wechsler Adult Intelligence Scale (WAIST Findings

Means were computed for two groups on the WISC and WAIS: grades

four through six and eight through twelve. In each case the performance

score exceeded the verbal score, although in grades four through six

the difference was negligible. In grades eight through twelve the

difference was considerable:go

verbal I.Q. was 90.4 while performance

I.Q. was 98.2.

Grade Level

Reading Grade Level

Language Gra

de L

evel

Arithmetic

S. D.

3

TABLE VII

CALIFORNIA ACHIEVEMENT TEST BY GRADE

2-8

67

8

2.6

3.4

4.1

4.8

5.3

7.3

8.0

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27

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11.01.1.11kill000lologorocoowo RomorplowNormerootoor

20

Regarding the total scores, the mean for grades four through six

was 98.9 and the mean for grades eight through twelve was 96.3. Standard

deviations, however, show covIderably more variance among the younger

group, indicating a more heterogeneous sample. This is probably due to

the fact that the younger group consists of a more varied sample, which

becomes increasingly selective (homogeneous) as these students move into

the upper grades.

Concerning the breakdown of the test into subscores, one or

two significant patterns occur. Students in both groups scored lowest

in vocabulary. Highest subscores for grades four through six were in

digit span, picture completion, and coding, while highest subscores for

grades eight through twelve were in coding, block design, and object

assembly.

Tables 11 and 12 show profiles for subscores on the WISC and

WAIS. It is significant that the vocabulary score is lowest for both

instruments, and the highest subscores occur in the performance areas.

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2.3

IV. CONCLUSIONS AND RECOMMENDATIONS

Note: The following conclusions and recommendations are the

result of careful consideration by the authors of the objective data in

light of their personal professional experience. The value of these

conclusions lies in their generating recommendations for both curriculum

and educational techniques specifically designed to focus on the

strengths and weaknesses of the Mexican-American population. It is not

,intended that the findings of this assessment program in and of them-

selves verify the conclusions and recommendations. Rather, these

conclusions and recommendations are still to be explored in greater

detail as they are carried out and tested in the field.

Conclusions in the Perceptual-Motor Category

The Mexican-American students in Wasco tend to fall progressively

behind the normative population in perceptual-motor development. These

students do, however, appear to have similar basic ability to the normative

population at the pre-school and kindergarten level; thus the progressive

deficit in perceptual-motor development is attributed to both home and

school environment.

Central to the comparative lack of perceptual-motor development

in the Mexican-American dropouts' homes appears to be the lack of

stimulating work and play objects concomitant with those in the normative

population. Reasons that these work and play objects are not present

appear to be many, but here is a sample of some of the more important:

(1) Ignorance of the parents concerning the development level

of work and play objects;

(2) Lack of interest by the parents concerning what the

children play with;

(3) Lack of sufficient time for children to play due to the

necessity for work requiring very little in perceptual-

motor developmental tasks;

(4) Lack of finances to purchase the work and play objects

associated with perceptual-motor experiences that are

provided for the normative group.

The schools appear to perpetuate this progressive deficit by their

insistence on continuing educational programs at the primary level assuming

that all children have similar perceptual-motor experiences in the home.

This assumption allows for the elimination of valuable pre-school and

kindergarten type perceptual-motor experiences in favor of more academic

type experiences in the second through fifth grades, and especially in the

third, fourth, and fifth grades.

The consequences appear to be a lack of perceptual-motor background

experiences that are so critical to the continual development of basic

academic skills.

24

Recommendations in the Perceptual-Motor Category

What can the schools do to overcome the progressive retardation

that characterizes the perceptual-motor development of Mexican-American

students in the Wasco elementary schools?

Curriculum Recommendations

(1) There should be an inclusion of progressively sophisticated

perceptual -motor experiences designed to sharpen the perceptual-motor

skills of the Mexican-American students. Much of what is done in pre-school

and kindergarten should be continued in a more progressively sophisticated

level from the first through sixth grades. Some specific examples of

these experiences are: the use of puzzles, coloring books, find-the-hidden-

object-in-the-drawing games, Scrabble, and more current sophisticated

curricular innovations in the area such as the materials of Gesell and

Frostig. The inclusion of these perceptual experiences should be central

to the regular curricular program indicating that both time and thought

must be given to their inclusion.

(2) The availability of such materials would result from having

a central disseminating library of materials easily accessible to both

home and school. The use of the materials by the school would follow

along the lines of the traditional library. Teachers would be encouraged

to check out and use the materials in their regular school and physical

education activities. These materials would also be made available for

the children to take home. Length of time and the condition of the

material on their return would be realistically and liberally interpreted.

(3) Materials designed to heighten the perceptual-motor development

would also be made available as part of the playground and recess experiences.

It should be emphasized that the serious needs these children have in the

perceptual-motor field require the reinterpretation of what supplies are

made available to children during recess.

(4) Writing games should be introduced designed to sharpen the

awareness of the size and shape of letters. The subject areas of special

concern for the introduction of such perceptual concepts would be language

and writing.

Educational TechniqueRscommendations

(1) The extensive use of pre-service and in-service education to

make clear to the pre-school through sixth grade teachers the nature of

perceptual-motor development in children should be made a part of the

school program. Of special significance would be the re-education of

teachers as to what is more important in light of the educational develop-

ment of these children. Specifically, the work of individuals like Gesell

and Frostig would be of special significance.

(2) The person charged with community coordination should be used to

educate the parents of the perceptual-motor needs of their children. The

education of parents concerning the different toys available to children

25

at different age levels should be made a part of adult education programs.

The use of both the community coordinator and the adult education program

to acquiint the parents to the value and function of the perceptual-motor

library should also be considered critical.

(3) The hiring of reading specialists who have special knowledge

and training in the relationship between perceptual-motor development and

reading would provide invaluable assistance in the continual in-service

training of teachers. Their help to the Mexican-American population would

be of great importance.

Conclusions in the Social and Emotional Categories

The Mexican-American population in the Wasco schools tends to see

itself in a less favorable way than the normative population. Its self-

concept seems permeated with feelings of inadequacy and low self-esteem

in both home and school environment. In spite of their low self-concept,

social maturity tended to be considerably higher than that of the middle-

class normative population.

It seems that when the Mexican-Americans are questioned about themselves,

they see themselves in an unfavorable light; yet when an objective evaluation

is made of their social ability and contribution in their total home and

school environment, they rank fairly high. This type of discrepancy between

group self-concept and social maturity would not seem to be the rule in the

middle-class normative population. That is, if a group of children scores

high on social maturity, it might be expected that they would also achieve

high measures in the self-concept category of emotional adjustment. The

question that arises then is why does such a discrepancy occur between the

Mexican-Americans' subjective feelings of personal worth as measured by

the California Test of Personality (C.T.P.) and the objective evaluation

of their social adjustment as measured by the Vineland Social Maturity Scale?

Regarding the Mexican-Americans, both the C.T.P. and the Vineland are

middle class measures with similar biases. The discrepancy between the

measures might be expected to exist between self-concept and social

maturity for the Mexican-American population even if the measures tended

to be lower because of the cultural bias. The answer to the discrepancy

might then be only partially attributed to biased instruments.

What follows is an effort to infer psychological characteristics of a

subculture with instruments developed for, by, and administered by individuals

from predominantly middle-class culture. The authors conceive of the

possibility that an instrument constructed by the Mexican-American population

for Mexican-Americans might indicate the middle-class population to be deviant

in a negative fashion from the normative population. Indications from the

present measures of personal adjustment used by this study suggest that the

self-concept of the Mexican-American in his own culture is more positive.

Since, however, no such test is available, the possibility of assessment of

the self-concept of the Mexican-American removed from the middle-class norms

will remain speculative.

26

The Mexican-American students in Wasco tend to live in two cultures,

each with its respective demands on the individual. The Mexican-American

home expects that the children assume many responsibilities which was re-

flected by the high scores on the Vineland Social Maturity Scale. Following

are some major examples: (1) the self-care of young children at an early

age; dressing, personal hygiene, self-feeding, playing alone, going to

the store, etc.; (2) the care of younger siblings; (3) the helping in

home management by doing a significant share of the housework; (4) the

helping of the family by earning money for the general support of the home;

,(5) the assumption of adult roles in major decision-making processes in

the home.

The middle-class culture, through schools and other socializing agencies

such as police, church, radio, television, books, etc., makes its own demands.

Some examples are: (1) the speaking of English; (2) doing school work;

(3) continuing education beyond high school; (4) buying stylish clothes;

(5) valuing nice homes and cars; and (6) having light skin.

A conflict can be expected to arise when the Mexican-American is

forced to adjust to the demands of the#two cultures. For example, if

adjustment involved working hard and helping support one's family, there

would be no need for the Mexican-American males to feel uncomfortable or

guilty about quitting school in order to assume this role. The middle-class

demands, however, force them to feel guilty for wanting to quit school to

do what under different conditions would be honorable. This results in

guilt feelings regardless of the choice taken. If they quit school to help

the family, or perhaps fail to go to junior college for the same reason,

society labels them failures. On the other hand, if they remain in school,

they fail their inner demands to do right by their parents. This phenomenon

dramatized here is repeated every day as the Mexican-American students go

from home to school.*

There appears to be a lack of sensitivity to this marginal position of

Mexican-American students by both the Mexican-American adults and the schools.

The parents fail to realize the magnitude of the effort their children must

go through to carry out the day-by-day demands forced upon them. There are

no compliments for the nine-year-old girl who cares for two younger siblings

all evening instead of playing as middle-class children. Unaware of school

demands, the mother simply expects this as she will expect the same child

as a teenager to give all her earnings to the family from field work witivat

recognition. It is simply expected.

*A note of caution in generalizing from this data: although

there were some well assimilated Mexican-Americans in the population for

whom the group generalization would not apply, the majority were rural,

low-income Mexican-Americans, many of whom still work in the fields:

Therefore, these generalizations are not to be used to stereotype al..

Mexican-Americans in all parts of California.

27

The school, on the other hand, counsels, teaches, encourages,

and treats all individuals as if similar home demands were made of the

Mexican-Americans as are made of the middle-class children. The result

is that no one helps the Mexican-American students cope with guilt

feelings resulting from the demands of two equally demanding cultures.

The outcome of this process is that many children make a choice and select

one culture in which to succeed, thereby refusing to accept the other.

Either way, the decision is unwise since they exist in both. The third

alternative is to try to exist in both, but the demands are disproportionately

,large and almost guarantee some degree of failure in both. If a Mexican-

American boy goes to college, he pleases society but abandons his parents.

If he tries to help his parents, he has trouble succeeding at college and is

likely to be labeled uninterested in school.

In the case of some other national, ethnic, or racial groups, the

bicultural, marginal persons disappear in one or two generations. Historical,

linguistic, agricultural, and simple geographical factors make the problem

of the marginal Mexican-Americans an ongoing one. What then can be done to

improve the elf-concept of the Mexican-American si:udents who already con-

tribute much to their families and to society, and for which they can and

should be proud?

Recommendations in the Social and Emotional Categories

What can the school do to overcome the low self-concept manifested by

the Mexican-American students concerning both his relationship at home and

at school?

Curriculum Recommendation

(1) The introduction into the basic school curriculum of specific

curricular programs in the development of self-awareness and socialization

skills is recommended starting at the pre-school level and continuing through

the twelfth grade. The concept of guidance should be removed from its

present peripheral role and be given a special place in the daily school

program, particularly in the early age levels. An example of a program that

is particularly aimed at development of an adequate self-concept is one

developed by Dr. Bessell, from San Diego, and the senior author of this report.

(2) The introduction into the regular b.:hool curriculum of materials

designed to give the Mexican-American students an idea of who they are is

essential. Not only the Spanish, but the Indian and Mexican background

should be emphasized. The Mexican-Americans' contributions to the local

community, state, and country should be introduced all along the school

program, the purpose of which is to help convince the Mexican-Americans of

their historical and present contributions to life and culture. The new

state readers and materials presomtly being developed in the State Department

Mexican-American Project would be invaluable.

.10

28

(3) The extension and liberal use of the Spanish language to

perpetuate feelings of pride in the Mexican-American children is

desirable. The purpose of this is not to detract from the learning of

English, but to make the Mexican-American students feel confident about

their ability to communicate orally, thus facilitating their learning of

English.

Educational Technique Recommendations

(1) Pre-service and in-service training of personnel is

paramount to success in this area. The pre-service and in-service

training should be for all school personnel, from superintendents to

custodians. This training would focus on the emotional and social

aspects of the Mexican-Americans and their background and language. The

concepts of sensitivity training and other techniques designed to influence

significantly the attitudes toward such minority groups would prove in-

valuable. Pre-service and in-service seminars, conferences, workshops,

and courses should be used extensively to educate the people in the schools

toward an understanding and appreciation of the background and social makeup

of the Mexican-American population.

(2) An effort should be made to increase the guidance services at

all levels but particularly at the lower grade levels, pre-school Lhrough

sixth. The guidance personnel should be hired particularly for their

understanding of the emotional and social needs of these children. Their

role should be interpreted in such a way that continual, day-by-day contact

is established with the teacher, thus insuring the in-service growth of

the classroom personnel.

(3) The use of the home-school coordinator, the adult education

program, or any other means should be used to educate the parents to the

type of encouragement and needs for positive reinforcement by these

students.

(4) The provision should be made of an orientation program for

all incoming students to inform and reassure them concerning their new

situation.

(5) All school personnel and particularly secretaries should undergo

training in the pronunciation of Spanish names. This is not to stereotype

all Mexican-Americans by Spanish pronunciation of their names; rather the

purpose is to make it apparent to the children that district personnel

feel they are important enough to have their names pronounced correctly.

This is recommended to raise the level of self-esteem of the Mexican*

American students.

Conclusions in the Academic-Intellectual Categories

I. Conclusions in the Academic Category

The academic achievement of the Mexican-American population inWasco was characterized by a progressive drop in achievement throughoutthe grades. This progression began with normal achievement at thesecond and third grade and dropped to a year below grade level at theninth grade. Of particular import to these conclusions were thesignificant drops at the fourth and fifth grades and at the ninthgrade level.

Two significant principles in the education of children inCalifornia are concluded to be associated with the progressive retarda-tion that seems to characterize the achievement of the Mexican-Amezicanpopulation. The first is the de-emphasizing of individualized instructionat the fourth, fifth, and sixth grades, and the emphasizing of subjectmatter as it applies to groups of children. The second principle appliesto the increasing demands of the ability to abstract on the students asthey begin to deal with the demanding body of knowledge they are to learn.

In the beginning years (pre-school, kindergarten, and first grade),there is very much concern with the level at which a child functions.Tasks which are considered too difficult are not imposed on the children,and there is no hesitancy in first grade to start an immature individualat the most elementary levels. Time is made available for perceptual-motor activities critical to the learning of reading, and much is made ofeach individual's readiness level. As the children progress up to thesecond, third, and fourth grades, increasingly greater demands are madeof the teacher to spend time on certain bodies of knowledge which areconsidered critical at each age level. As these demands increase,less time is given to the individualized needs of the children. Whatresults is that children particularly linguistically and/or culturallyhandicapped who are having trouble for other reasons (the discussion ofthese other reasons is part of the second principle) are placed in groupsituations far beyond their capabilities, thus beginning the failure cycle.

A second principle in operation is that of the abstraction demandsmade on the children by the materials at the third grade level.Up until this approximate level, the Mexican-American learners had beenlearning fairly concrete concepts such as letters, words, numbers, colors,etc. The stories they were concerned with revolved around the learningof specific words. This, however, begins to change progressively beyondthe second and third grades. At that time, the child is forced to beginto read and otherwise interact with content predicated on a middle-classnorms and home experiences.

The middle-class children themselves are made to start abstractingabout homes they don't know, towns they have never seen, and animalsthey have never observed. Still, the vehicle for carrying the story ispredicated on a middle-class environment with which they are surrounded.

30

The manand his family take a trip in a nice car on nice streets withsidewalks; the mother has blue eyes and the father wears a tie. The

story explains a breakfast of poached eggs, bacon, and cereal, andalthough the place they visit in the social science lesson is one themiddle-class children have never seen, the basic vehicle of communicationis the same.

The Mexican-American children, on the other hand, are forced not only

to abstract to the lesson at hand, as the middle-class child, but also has

to generalize to the basic middle-class vehicle of communication. The

nice car looks nothing like theirs; where they drive there may be no nice

sidewalks; their mother has dark skin and brown eyes, and their daddywears a tie only to important events. Thus, the Mexican-American children

have to abstract first to the middle-class vehicle of communication and

many times never manage to get to the basic purpose of the lesson. Add to

this the larger demands of homework without the help of a middle-classperson an the magnitude of the problem increases.

Since this problem is a progressive one, the gap widens continuallybetween the Mexican-Americans as a group and the normative population.Once the cycle of failure starts, it is difficult to alter because of the

increasing number of things the teacher feels she or he has to teach.It should be understood that this principle applies throughout the entire

school career of the students.

Some individuals may want to interject an argument at this pointconcerning the observation that perhaps the key factor at this transitional

level lies in the lack of ability of these children in carrying throughon their own. Some educators talk about the lack of ability theseindividuals exercise in not doing home work, etc. This argument isdifficult to accept in view of their high ability to handle socialresponsibility.

II. Recommendations in the Academic Category

Curricular Recommendations

(1) The curriculum throughout all levels, but particularly at theelementary and intermediate grades, should be geared to the experiential

base of the population. Of critical importance in this recommendation

is the study of English as a second language. Again, the same recommendationmade concerning the inclusion of materials related to Mexican-Americanculture, history, and tradition should be interjected into the curriculum.This is intended not only to make the children feel proud of who they are,

but also to provide an experiential background to facilitate learning.

(2) Although not all subjects at the upper grades lend themselves

to the inteljection of Mexican-American tradition and culture, the majority

of subjects can provide such an experiential baseline for learning.Literature, history, Spanish, and home economics classes can all provide

a cultural bridge for learning without weakening the learning curriculum

at the older age levels.

Educational Technique Recommendations

31

(1) In-service and pre-service training is suggested for certified

personnel in English as a second language and the cultural background

and history of Mexican-Americans. Such training might include conferences,

classes, and workshops to teach teachers how to carry out such curricular

changes'in the regular day schedules.

(2) The hiring of a specialist in English as a second language to

serve as an in-service instructor and day-to-day consultant to the teachers

'would be helpful.

(3) The hiring of a specialist in the area of Mexican-American culture

and history could facilitate understanding of the unique role of the Mexican-

American in all aspects of social development, thus increasing teacher com-

petence in this area.

(4) The emphasis on recruitment of teachers who are Mexican-American

and/or speak Spanish is critical. Because of the need to hire many certifi-

cated and non-certificated personnel who have not had experience with Mexican-

Americans, some systematic orientation should be set up to acquaint them

with the needs of this group. A note of caution should be observed here:

Although Mexican-American individuals are valuable assets to the system,

their being Mexican-American and speaking Spanish is no guarantee of their

understanding or sensitivity to the Mexican-American population. Orientation

should be made available to all new people hired.

(5) Of particular emphasis in all aspects of the school program should

be an evolving effort to place the focus of education on the child and his

unique needs, as well as the subject matter. One need not be emphasized

to the exclusion of the other.

I. Conclusions in the Intellectual Category

The much-quoted difference between the verbal and performance ability

of Mexican-Americans failed to materialize at the lower age levels, and its

appearance at the higher grade levels was not sufficient to attach signifi-

cance to it. The same phenomenon was reported in two separate intelligence

tests. In spite of the cultural bias known to be inherent in the three tests

used, the WISC-WAIS, C.T.M.M., and Goodenough-Harris, the traditional low

I.Q. reported for this group (70 to 85 I.Q. range) was not apparent. All

three measured instead clustered within the low average range (89-98).

If the cultural bias known to exist in these tests is considered, a

basically normal intellectual ability may be strongly inferred. This

assumption of normal intellectual ability for the population examined is

considered on the basis of these three tests diagnostically irrelevant.

The inclusion of the measured range is presented only as a rather unique

characteristic of this particular rural Mexican population. It is difficult

to arrive at any conclusions concerning the difference in intellectual range

of the present population and other tested Mexican-American populations.

32

Whatever the reasons for this finding may be, it would appear

reasonable to conclude that there are some factors occurring in the

Wasco home and school environment which contribute more than other

similar areas to the students' intellectual development. Since present

data do not show the Wasco schools to have an exceptionally high

dropout rate in comparison to similar rural areas, the complimentary

nature of this finding to the school district is acknowledged. It would

appear that the Wasco schools tend to have more intellectually capable

students assessed according to three independent measures of intelligence

than other similar areas.

The two main areas of deficiencies in this population were vocabulary

and information, both largely dependent upon the experiential background

of the individual. All other areas of intellectual ability tended to be

within the normal limits.

II. Recommendations in the Intellectual Category

Curricular Recommendations

All study trips taken by classes to enhance the experiential back-

ground of these children should be well planned and followed through. The

purpose of these study trips should be to expose the students to as many

possible situations as are necessary to aid in their intellectual development.

Educational Technique Recommendations

These findings should be made available to certificated personnel

and particularly to the psychometric and psychological personnel.

De? -151 4-68 im